tion and academic future for the student. Participants can include teaching staff from the high school, the counselor, school psy- chologist, and administrators. However, you can include “high profile” parents when you have cases that need special handling. The matriculation meetings should be


held in the latter part of the last month of school and coordinated with the feeder and recipient school staff. The middle school case manager should bring the student’s teacher records to the meeting. The teacher should also prepare a summary form that documents the basic information regard- ing that student. At the meeting, the middle school staff would then review the caseload with the high school team so the team is ready to work with students when they ap- pear on day one.


IEP information for high school staff So that the team is best prepared to work


with the student with a disability, the stu- dent’s annual and triennial IEPs should be completed prior to moving on to high school. For those IEPs that are not due prior to the transition, the team should seriously consider moving up these evaluations and have them completed prior to the transi- tion. It is very difficult for high school staff to conduct an appropriate evaluation on a student new to the high school, having little or no prior background information on the student. High school staff members have found it effective to be invited to eighth grade triennial IEPs in the spring so that the student is “on their radar.” For students who do not have an annual


or triennial IEP, eighth grade case managers should, at the minimum, consider having an amendment in the spring to modify or ad- just the IEP to reflect the upcoming transi- tion to high school. Principals should con- sider the following activities: • Make personal introductions to impor-


tant staff members at the school including counselors, vice-principals, the school psy- chologist or homeroom teacher, and espe- cially the student’s case manager. This en- sures the student knows the staff members who are available to him or her if there are problems. • Walk especially anxious students and


their parents through their daily schedules, taking along a campus map so that they know where all of their classes are on the first day and how to get to them. • For school-phobic students, imple- ment a schedule of gradual exposure to the


Principals should consider making personal introductions to staff members at the school. This ensures the special needs student knows who is available to him or her if there are problems.


sitions are carefully planned and imple- mented, we can improve the outcomes for incoming high school students. A transition plan that includes parents, middle school staff, high school staff and administration can ensure that ninth grade students are less likely to drop out, and more likely to suc- ceed. n


References


Allensworth, E.M. & Easton, J.Q. (2005). The On-track Indicator as a Predictor of High School Graduation. Chicago: Con- sortium on Chicago School Research.


California Department of Education. (2010).Multiple Pathways to Student Suc- cess: Envisioning the New California High School. Sacramento, CA: Author.


Hertzog, C.J. & Morgan, P.L. (1998). Transi- tion: A process, not an event. Reston, VA: NASSP.


Jerald, C.D. (2006). Identifying potential dropouts: Key lessons for building an early warning system – A dual agenda of high standards and high graduation rates. Washington, D.C.: Achieve, Inc.


Parrish, T.; Poland, L.; Arellanes, M.; Er- nandes, J. & Viloria, J. (2011). Making the Move: Transition Strategies at California Schools with High Graduation Rates. Sac- ramento, CA: California Comprehensive Center at WestEd.


campus: Start by driving by the school, then enter the parking lot, then progress to step- ping on the campus until the student is able to tolerate longer periods of time on campus. • Assign a case manager for all incoming


freshmen, if possible. This person can serve as the point of contact for all the students. You may also consider “looping” the staff so that this same person works with the same students during all four years of their high school experience. • Have specialized counseling appoint-


ments for incoming high school special edu- cation students and their parents.


Not a dog and pony show: Improving student outcomes


Transition is a process, and it needs to


be supported by more than a “dog and pony show” put on by the high school staff at an assembly in the middle school. When tran-


Benton Dorman is program specialist,


Special Education/Student Support Services, for Desert Sands Unified School District.


May/June 2012 25


Roderick, M. & Camburn, E. (1999). “Risk and recovery from course failure in the early years of high school.” American Ed- ucational Research Journal, 36(2).


Smith, J.S. (2006). Research summary: Tran- sition from Middle School to High School. Retrieved 8/20/2011 from www.nmsa. org/Research/ResearchSummaries / TransitionfromMStoHS/tabid/1087/De- fault.aspx


Texas Comprehensive Center. (2011). Sup- port Student Transition From Middle to High School. Austin, TX: SEDL.


Williamston, R. (2010). Research Brief: Tran- sition from Middle to High School. Guil- ford, CT: Education Partnerships, Inc.


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